Imaginary Animals

1. Most creatures can be identified by their distinctive patterns, markings, or colors. There is no mistaking a zebra for a horse. Invite students to find out why snakes, birds, animals, fish, and insects have distinct markings. Share information with classmates. Then use your imagination to create a uniquely patterned animal.
2. Using Crayola® Color Switchers™ Markers or Washable Markers, students create the most colorful creatures thye can dream up. Encourage students to place their animals in pretend settings.
3. Start by filling in the background and larger shapes of the picture.
4. Flip the Color Switcher Marker (or change the color of a Washable Marker) and apply the special color switcher to create interesting patterns and details. Experiment with overlapping colors and different combinations for dramatic effects. How well is the creature hidden among its surroundings?
5. Students discuss with classmates how they created the camouflage for their animals.

LA: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

LA: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text.

LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, in the grade level text complexity band proficiently, with scaffolding as needed at the high end of the range.

LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

MATH: Recognize and draw shapes having specified attributes, such as a given number of angles or an given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

SCI: Use diagrams and physical models to support the explanation of how the external parts of animals and plants help them survive, grow, and meet their needs.

SCI: Record observations and communicate about the ways young plants and animals change as they grow.

SCI: Use information from text and other reliable media about the behaviors of parents and offspring and communicate about how those behaviors help offspring survive.

VA: Use visual structures of art to communicate ideas.

VA: Select and use subject matter, symbols, and ideas to communicate meaning.

VA: Describe how different expressive features and organizational principles cause different responses.

VA: Identify connections between the visual arts and other disciplines in the curriculum.

Possible classroom resources include: What Color Is Camouflage? by Carolyn B. Otto; Animals in Camouflage by Phyllis Limbacher Tildes; What are Camouflage and Mimicry? by Bobbie Calman; How do Animals Adapt? by Bobbie Calman; Science Kids Animal Disguises by Belinda Weber

Students working in teams select a single animal to complete in-depth research. What is the animal? What habitat does this animal live in? What foods does it eat? What housing does it use? How do the markings, colors, or patterns on this animal help it to survive in its habitat?

Students create an imaginary animal that makes use of geometric patterns and color to survive in a selected habitat. This may be done individually or students may collaborate in a team setting. Students may write a brief description of their newly-created animals or compose an imaginary story using their new animals as the central character in the story.

Investigate how geometric patterns and shapes are used by nature in plants. Students may look for patterns in flowers, shells, pumpkins, spider webs, etc. Create a sketch of investigations using Crayola Colored Pencils or crayons.